Teaching Practice: Plus Ca Change... Issue Paper 88-3.
Teaching Practice: Plus Ca Change... Issue Paper 88-3.
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教学实践：Plus Ca Change...问题论文 88-3。
DOI：
10.1177/016146819809900301
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发表时间：
1988
期刊：
影响因子：
--
通讯作者：
D. Cohen
中科院分区：
文献类型：
--
作者：
D. Cohen
美国人一直对教育抱有希望。但他们也在如何最好地推动它的问题上存在严重分歧。霍勒斯·曼、凯瑟琳·比彻和其他大批19世纪的学校支持者相信，公立学校的教育将蓬勃发展。他们相信这样的学校可以把一个粗糙和分裂的民族集合变成一个自治的政治共同体。他们担心城市犯罪、爱尔兰移民、不良儿童、未受过教育的教师，以及如何教授大众民主所需的政治美德等问题。这些学校的支持者中，有些人用一种阳光、充满希望的声音写作，而另一些人则是刻薄和烦躁的。很少有人关注教与学：他们采用一种简单的教学法，相信孩子们会学到教他们的东西。部分由于这最后一个假设，他们将学校视为一种强大的创造性力量。他们相信义务公立学校可以改造无知和不守规矩的人民，从而挽救受到威胁的民主。
Introduction Americans always have been hopeful about education. But they also have been deeply divided about how best to promote it. Horace Mann, Catherine Beecher, and legions of other nineteenth century school boosters were convinced that education would flourish in state-maintained schools. They believed that such schools could turn a rough and divided collection of peoples into a self-governing political community. They worried about urban crime, Irish immigrants, delinquent children, uneducated teachers, and how to teach the political virtues required in a popular democracy-among other things. Some of these school boosters wrote in a sunny, hopeful voice, while others were mean and fretful. Few paid much attention to teaching and learning: They assumed a simple pedagogy, trusting that children would learn what they were taught. Partly because of this last assumption, they saw schools as a powerful creative force. They believed that compulsory public schools could make over an ignorant and unruly people, and thereby redeem a threatened democracy.